{"id": "ca_qP5CTZTX", "discipline": "地理", "track": "MATRIX", "strand": "地理", "topic": "地球的宇宙环境", "dimension": "区域认知", "statement": "能运用图片、影视资料以及数字技术等手段描述地球的宇宙环境及在太阳系中的位置", "verb": "运用...描述", "object": "地球的宇宙环境及在太阳系中的位置", "type": "CONCEPTUAL", "literacy": ["区域认知", "地理实践力"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G7"}, "evidence": ["能根据提供的地球卫星图像和太阳系示意图，描述地球在太阳系中的相对位置", "能观看纪录片片段后，描述地球所处的宇宙环境特征"], "assessment": "{{name}}能不能用图片或视频来解释一个地理现象？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "地理", "srcPage": 15, "srcStage": "全学段", "srcAgree": "0.96", "srcText": "·运用图片、影视资料以及数字技术等手段，描述地球的宇宙环境、地球在太阳系中的位置，认识地球是人类唯一的家园。", "method": "vlm-transcribe+split", "crosscuttingWhy": "描述位置与环境，涉及尺度与系统"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "statementBefore": "运用图片、影视资料以及数字技术等手段", "repair": {"why": "将教学手段描述（运用...手段）转换为学生能运用这些手段完成的具体描述任务（描述地球的宇宙环境及位置），使其成为可判定的能力断言。", "grounding": 1.0}, "crosscutting": ["scale-proportion", "systems"], "practice": ["investigating", "communicating"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.074, "verbatimCoverage": 0.971, "facts": ["地球是人类唯一的家园"]}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_4YLih2Re", "discipline": "地理", "track": "MATRIX", "strand": "地理", "topic": "地球与宇宙环境", "dimension": "区域认知", "statement": "能够说出地球在宇宙环境中的位置、地球的大小，初步建立科学的宇宙观", "verb": "说出", "object": "球在宇宙环境中的位置、地球的大小，初步建立科学的宇宙观", "type": "CONCEPTUAL", "literacy": ["区域认知", "综合思维"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能正确指出地球在太阳系中的位置，并说明地球是围绕太阳运行的行星之一", "能说出地球的平均半径、赤道周长等基本数据，并与月球或太阳的大小进行简单比较"], "assessment": "{{name}}，你能告诉妈妈地球在宇宙中的哪个位置吗？它大概有多大呢？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:deepseek-v4-1-flash-2026-09-28", "ai:doubao-seed-2-0-pro-2026-09-28"], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "地理", "srcPage": 15, "srcStage": "全学段", "srcAgree": "0.96", "srcText": "能够说出地球在宇宙环境中的位置、地球的大小，初步建立科学的宇宙观；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "resolved", "by": "ai:deepseek-v4-1-flash-2026-09-28", "detail": "撤销弃用（2026-09-28）。原弃用理由：AI 判定不是学生能力（教学建议/课程目标）。复查：可判定闸放行、断言忠于课标原句、另一个模型复审未挑出问题"}]}
{"id": "ca_g97QAnEF", "discipline": "地理", "track": "MATRIX", "strand": "地理", "topic": "地球的运动", "dimension": "地理实践力", "statement": "运用地球仪或软件，演示地球的自转运动", "verb": "演示", "object": "球的自转运动", "type": "PROCEDURAL", "literacy": ["地理实践力", "综合思维"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能转动地球仪并指出地轴、南北极和赤道的位置", "能用软件或地球仪演示出昼夜交替的现象"], "assessment": "你可以让{{name}}用地球仪演示地球自转，并说说为什么会有白天和黑夜吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "地理", "srcPage": 16, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "• 运用地球仪或软件，演示地球的自转运动，说出地球的自转方向、周期。", "method": "vlm-transcribe+split", "crosscuttingWhy": "演示地球自转，涉及尺度与系统模型"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["scale-proportion", "systems"], "practice": ["modeling"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.333, "verbatimCoverage": 1.0, "facts": ["地球的自转方向是自西向东", "地球的自转周期是一天"]}}
{"id": "ca_SbE6UuQr", "discipline": "地理", "track": "MATRIX", "strand": "地球的运动", "topic": "地球的运动", "dimension": "地理实践力", "statement": "学习本主题后，学生能够自主演示地球的自转和公转运动", "verb": "演示", "object": "球的自转和公转运动", "type": "PROCEDURAL", "literacy": ["地理实践力", "综合思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能用地球仪和手电筒演示地球自转，并指出昼夜交替现象", "能用地球仪和光源演示地球公转，并说明四季变化的原因"], "assessment": "{{name}}能用地球仪和手电筒演示地球自转和公转吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "地理", "srcPage": 17, "srcStage": "", "srcAgree": "1.00", "srcText": "学习本主题后，学生能够自主演示地球的自转和公转运动，归纳地球的运动规律，并用现实世界中的事例证明地球运动的存在，形成尊重客观事实的科学态度；", "method": "vlm-transcribe+split", "crosscuttingWhy": "演示地球运动涉及系统模型与尺度比例"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["systems", "scale-proportion"], "practice": ["modeling"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.412, "verbatimCoverage": 1.0, "facts": ["地球的运动规律是自转和公转", "地球存在自转运动", "地球存在公转运动", "地球运动的存在可以用现实世界中的事例证明"]}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_anWfEr4L", "discipline": "地理", "track": "MATRIX", "strand": "人文环境", "topic": "人文环境", "dimension": "区域认知", "statement": "能够比较不同地区与国家的发展水平差异，认识全球经济合作的重要意义，初步", "verb": "比较", "object": "不同地区与国家的发展水平差异，认识全球经济合作的重要意义，初步", "type": "CONCEPTUAL", "literacy": ["区域认知", "综合思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能指出至少两个国家的人均GDP或基础设施差异", "能解释一个跨国公司如何促进当地就业或技术交流"], "assessment": "问问{{name}}，两个不同国家发展水平有什么不同，为什么会有跨国公司去那里？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "JUDGE", "provenance": {"srcSubject": "地理", "srcPage": 19, "srcStage": "第四学段", "srcAgree": "1.00", "srcText": "能够比较不同地区与国家的发展水平差异，认识全球经济合作的重要意义，初步形成人类命运共同体意识。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "‘初步’一词使断言模糊，无法判断学生是否达到具体能力水平"}, {"type": "truncated", "detail": "‘初步’后缺少宾语，句子不完整"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议，描述的是教学目标（比较、认识、形成意识），而非学生可观察的具体能力行为。‘初步形成人类命运共同体意识’是情感态度目标，无法转化为可判定的能力断言。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议，描述的是教学目标（比较、认识、形成意识），而非学生可观察的具体能力行为。‘初步形成人类命运共同体意识’是情感态度目标，无法转化为可判定的能力断言"}
{"id": "ca_7DiTQhqD", "discipline": "地理", "track": "MATRIX", "strand": "人文环境", "topic": "人文环境与地理要素", "dimension": "区域认知", "statement": "运用全球或区域资料，结合具体内容", "verb": "运用", "object": "全球或区域资料，结合具体内容", "type": "CONCEPTUAL", "literacy": ["区域认知"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能根据地图和统计表解释某地区人口分布特点", "能用图表数据说明某区域气候对农业的影响"], "assessment": "您家孩子在看新闻或读文章时，会主动用数据和资料来分析问题吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "READY", "provenance": {"srcSubject": "地理", "srcPage": 20, "srcStage": "第四学段", "srcAgree": "0.00", "srcText": "运用全球或区域资料，结合具体内容，设计不同的教学情境。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "not-a-capability", "detail": "掌握证据中的‘能根据地图和统计表解释某地区人口分布特点’是具体的教学活动或学习要求，而非学生在特定情境下表现出的能力描述。"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
{"id": "ca_bw7qLDvb", "discipline": "地理", "track": "MATRIX", "strand": "人文环境", "topic": "人文地理-人口", "dimension": "综合思维", "statement": "运用数据、图像等资料", "verb": "运用", "object": "数据、图像等资料", "type": "CONCEPTUAL", "literacy": ["综合思维", "地理实践力"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能从统计年鉴中提取出某省近五年的人口数据并制作成折线图", "能结合地图和人口密度图解释某个区域人口分布的特点"], "assessment": "{{name}}，你能看懂地图和图表里的信息，并用它们来说明一个地理现象吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "READY", "provenance": {"srcSubject": "地理", "srcPage": 20, "srcStage": "第四学段", "srcAgree": "0.00", "srcText": "结合具体案例，运用数据、图像等资料，描述和简要归纳世界人口、城乡、文化的基本特征与空间分布特点；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "undecidable", "detail": "'运用数据、图像等资料'是手段描述，不是可判断学生掌握与否的具体能力点"}], "repairAttempt": {"fixable": false, "why": "改写后仍不过可判定性闸：并列项过多（≥3 个顿号）：一个锚点只承载一条可判定能力，请拆分"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：改写后仍不过可判定性闸：并列项过多（≥3 个顿号）：一个锚点只承载一条可判定能力，请拆分"}
{"id": "ca_gsSbFFdn", "discipline": "地理", "track": "MATRIX", "strand": "人文环境", "topic": "运用地图和相关资料", "dimension": "综合思维", "statement": "运用地图和相关资料", "verb": "运用", "object": "图和相关资料", "type": "CONCEPTUAL", "literacy": ["综合思维", "区域认知"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能根据地图指出中国主要地形区的分布位置", "能结合气候资料解释某地区农业类型与地形的关系"], "assessment": "{{name}}，你能指着地图说说哪里是高原、哪里是平原，并解释为什么那里适合种某种作物吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "READY", "provenance": {"srcSubject": "地理", "srcPage": 20, "srcStage": "第四学段", "srcAgree": "0.00", "srcText": "【内容要求】•运用地图和相关资料，描述某大洲的地理位置，并依据大洲地理位置特点，判断大洲所处热量带和降水的空间分布概况。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "not-a-capability", "detail": "“运用地图和相关资料”是课标中的行为动词描述，属于课程目标层级，不是学生可独立观测的能力点。其后的两条证据才是具体能力，但作为能力断言本身它只是教学要求。"}, {"type": "evidence-weak", "detail": "证据一“能根据地图指出中国主要地形区的分布位置”是识记层面，与断言“运用地图和相关资料”中隐含的分析、解释要求不完全匹配，未能完整证明该能力。"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
{"id": "ca_HXi9LgTQ", "discipline": "地理", "track": "MATRIX", "strand": "世界地理", "topic": "中国行政区划", "dimension": "区域认知", "statement": "运用中国行政区划图", "verb": "运用", "object": "中国行政区划图", "type": "CONCEPTUAL", "literacy": ["区域认知"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能在中国行政区划图上快速指认出至少15个省级行政区的位置和名称", "能在空白中国地图上正确填注出5个指定省级行政区的名称和轮廓"], "assessment": "{{name}}，你能看着地图说出哪些省份的名字？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "READY", "provenance": {"srcSubject": "地理", "srcPage": 23, "srcStage": "第四学段", "srcAgree": "0.98", "srcText": "•运用中国行政区划图，识别 34 个省级行政区，记住它们的简称和行政中心。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "not-a-capability", "detail": "‘运用中国行政区划图’是教学活动或工具使用描述，不是学生能力表述，能力应为‘能在中国行政区划图上指认并填注省级行政区’"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
{"id": "ca_TrKegk5g", "discipline": "地理", "track": "MATRIX", "strand": "世界地理", "topic": "中国交通运输线分布", "dimension": "区域认知", "statement": "运用地图和相关资料，说明中国交通运输线的分布特征，以及", "verb": "说明", "object": "中国交通运输线的分布特征，以及", "type": "CONCEPTUAL", "literacy": ["区域认知", "综合思维"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能在中国主要铁路干线分布图上指出东西向和南北向的干线各两条，并说出其起止城市。", "能根据地图和文字资料，解释为何东部地区的交通运输线比西部更密集。"], "assessment": "{{name}}，你能看着地图说出中国铁路分布的特点吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "READY", "provenance": {"srcSubject": "地理", "srcPage": 23, "srcStage": "第四学段", "srcAgree": "0.98", "srcText": "•运用地图和相关资料，说明中国交通运输线的分布特征，以及", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "aiIssues": [{"type": "stage", "detail": "标注学段为G7–G9，但内容属于中国地理，通常在八年级开设，G7（七年级）尚未系统学习中国地理，学段标注不准确。"}, {"type": "undecidable", "detail": "能力断言本身是完整的，但掌握证据中的‘能在中国主要铁路干线分布图上指出东西向和南北向的干线各两条，并说出其起止城市’是一个具体、可观察的行为，而‘能根据地图和文字资料，解释为何东部地区的交通运输线比西部更密集’则更接近一个综合分析任务，两者作为并列的掌握证据，其颗粒度和可测性不一致，后者更像一个教学目标而非直接证据。"}], "repairAttempt": {"fixable": false, "why": "课标原句不完整，以‘以及’结尾，缺少宾语，无法构成一个完整、可判定的能力断言。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：课标原句不完整，以‘以及’结尾，缺少宾语，无法构成一个完整、可判定的能力断言。"}
{"id": "ca_wy2TaEP8", "discipline": "地理", "track": "MATRIX", "strand": "认识中国", "topic": "认识中国", "dimension": "地理实践力", "statement": "学习本主题后，学生能够运用地地图及其他地理工具，从不同媒体及生活体验中获取并运用有关中国地理的信息资料", "verb": "运用", "object": "图及其他地理工具，从不同媒体及生活体验中获取并运用有关中国地理的信息资料", "type": "CONCEPTUAL", "literacy": ["地理实践力"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能在中国地图上指出黄河并说明其大致流向", "能结合天气预报图说明某城市的气温和降水情况"], "assessment": "{{name}}，你能从地图或新闻里找到并说出一些关于中国地理的信息吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "地理", "srcPage": 25, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "学习本主题后，学生能够运用地地图及其他地理工具，从不同媒体及生活体验中获取并运用有关中国地理的信息资料，描述和说明中国基本的地理面貌，表达热爱祖国的情感；", "method": "vlm-transcribe+split", "crosscuttingWhy": "获取并运用地理信息资料"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": [], "practice": ["analyzing-data", "communicating"], "topicFrom": "curriculum-page-index", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'从不同媒体及生活体验中获取并运用有关中国地理的信息资料'是一句教学目标式表述，无法对具体孩子答'会不会'。例如，一个孩子从抖音看了黄河视频算不算'获取'？缺乏判断标准。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：'能在中国地图上指出黄河并说明其大致流向'是具体能力，但'结合天气预报图说明某城市的气温和降水情况'属于天气与气候知识，与中国地理'信息资料'的获取运用关联不直接，证据与断言的匹配度弱。"}], "composite": true, "fieldIssues": ["composite"], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生能够'从不同媒体及生活体验中获取并运用有关中国地理的信息资料'，断言是对此的忠实转述。意见中关于判断标准和关联性的质疑，属于教学实施层面的讨论，不影响断言本身对课标要求的忠实性。", "quote": "学习本主题后，学生能够运用地地图及其他地理工具，从不同媒体及生活体验中获取并运用有关中国地理的信息资料", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"id": "ca_MuAWbS9N", "discipline": "地理", "track": "MATRIX", "strand": "认识中国", "topic": "认识中国", "dimension": "区域认知", "statement": "能够描述中国不同地区的主要地理特征", "verb": "描述", "object": "中国不同地区的主要地理特征", "type": "CONCEPTUAL", "literacy": ["区域认知"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能正确指出中国四大地理区域并说出其典型地形", "能列举至少两个不同区域的主要气候类型"], "assessment": "你可以问问{{name}}，南方和西北地区的地形和天气有什么不同？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "地理", "srcPage": 25, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能够描述中国不同地区的主要地理特征，比较区域差异，从区域的视角说明人类活动与自然环境和资源的关系，初步形成因地制宜的发展观念；", "method": "vlm-transcribe+split", "crosscuttingWhy": "识别区域特征规律，比较尺度差异"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["patterns", "scale-proportion"], "practice": ["analyzing-data"], "topicFrom": "curriculum-page-index", "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.769, "verbatimCoverage": 1.0, "facts": ["中国不同地区有主要地理特征", "区域之间存在差异", "人类活动与自然环境和资源存在关系", "因地制宜是一种发展观念"]}}
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{"id": "ca_Yg3amnQV", "discipline": "地理", "track": "MATRIX", "strand": "地球的宇宙环境、地球的大小与形状、经纬线与经纬度", "topic": "地形图判读", "dimension": "区域认知", "statement": "能够在地形图上判别和描述基本的地形特征", "verb": "描述", "object": "基本的地形特征", "type": "CONCEPTUAL", "literacy": ["区域认知", "地理实践力"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能在等高线地形图上指出并命名山脊、山谷、鞍部等地形部位", "能根据等高线疏密判断坡度陡缓，并描述该区域地势起伏特征"], "assessment": "{{name}}，你能看着这张地图告诉我哪里是山、哪里是山谷，还有哪里的坡比较陡吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "地理", "srcPage": 27, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能够在地形图上判别和描述基本的地形特征；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "not-a-capability", "detail": "掌握证据中的‘并命名山脊、山谷、鞍部等地形部位’更像是教学活动描述，而非对学生能力的客观判别。能力应描述为‘能识别并指出...’，而不是‘命名’这种教学行为。"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
{"id": "ca_U5G7KYQT", "discipline": "地理", "track": "MATRIX", "strand": "地球的宇宙环境、地球的大小与形状、经纬线与经纬度", "topic": "经纬线与经纬度", "dimension": "地理实践力", "statement": "能够阅读和提取地图上的地理信息，并利用地理信息说明和分析地理事物和现象", "verb": "提取", "object": "图上的地理信息，并利用地理信息说明和分析地理事物和现象", "type": "CONCEPTUAL", "literacy": ["区域认知", "地理实践力"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能从地图上准确读出某城市的经纬度坐标", "能根据地图图例识别出不同地形并描述其分布特点"], "assessment": "{{name}}，你能看懂地图上的符号和坐标，并用它们来解释一个地方的特点吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "地理", "srcPage": 27, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能够阅读和提取地图上的地理信息，并利用地理信息说明和分析地理事物和现象；", "method": "vlm-transcribe+split", "crosscuttingWhy": "识别地图模式，分析系统信息"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["patterns", "systems"], "practice": ["analyzing-data", "explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 1.0, "facts": []}, "composite": true, "fieldIssues": ["composite"]}
{"id": "ca_V7kDHqp2", "discipline": "地理", "track": "MATRIX", "strand": "地球的宇宙环境、地球的大小与形状、经纬线与经纬度", "topic": "数字地图应用", "dimension": "地理实践力", "statement": "能够养成在生活中使用数字地图的习惯，感悟信息技术的发展给生活带来的便利", "verb": "使用", "object": "数字地图的习惯，感悟信息技术的发展给生活带来的便利", "type": "CONCEPTUAL", "literacy": ["地理实践力"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能独立使用手机地图APP规划从家到学校的路线并选择公交方案", "能向他人演示如何用地图APP查找附近的超市并比较距离远近"], "assessment": "{{name}}，你平时出门或找地方时，会主动用手机地图来帮忙吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "地理", "srcPage": 27, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能够养成在生活中使用数字地图的习惯，感悟信息技术的发展给生活带来的便利；", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "not-a-capability", "detail": "‘感悟信息技术的发展给生活带来的便利’是情感态度目标，不是可观察的学生能力；‘养成习惯’是长期行为倾向，无法用单次任务判断掌握"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
{"id": "ca_Xm97ERvs", "discipline": "地理", "track": "MATRIX", "strand": "地球的宇宙环境、地球的大小与形状、经纬线与经纬度", "topic": "地球的宇宙环境", "dimension": "地理实践力", "statement": "能够恰当地使用地理工具和方法进行地理实验、社会调查和野外考察", "verb": "实验", "object": "社会调查和野外考察", "type": "CONCEPTUAL", "literacy": ["地理实践力"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能用地球仪演示昼夜交替并正确指出晨昏线", "能在地图上用直尺和量角器测量并计算两点间实际距离"], "assessment": "{{name}}，你能在地球仪上演示昼夜交替，并在地图上测量两点间的距离吗？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "地理", "srcPage": 27, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能够恰当地使用地理工具和方法进行地理实验、社会调查和野外考察。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "undecidable", "detail": "能力断言是教学建议（进行实验、调查、考察），不是可判断学生‘会/不会’的具体能力"}], "repairAttempt": {"fixable": false, "why": "原句是教学建议（进行实验、调查、考察），不是可判断学生‘会/不会’的具体能力，无法转化为具体的能力断言。"}, "dropReason": "课标原句本身是口号或教学建议，不含可判定的学生能力，修不出来：原句是教学建议（进行实验、调查、考察），不是可判断学生‘会/不会’的具体能力，无法转化为具体的能力断言。"}
{"id": "ca_xvnrRkc8", "discipline": "地理", "track": "MATRIX", "strand": null, "topic": "宇宙中的地球", "dimension": "地理实践力", "statement": "能够怀有探索宇宙奥秘的兴趣，进行简单的天文观测等活动（地理实践力）", "verb": "探索", "object": "宇宙奥秘的兴趣，进行简单的天文观测等活动（地理实践力）", "type": "CONCEPTUAL", "literacy": ["地理实践力"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能使用简易望远镜或双筒镜，连续一周每晚在固定时间记录月球的位置和形状。", "能根据星图或APP，在夜空肉眼辨认出至少三个不同星座（如猎户座、大熊座）。"], "assessment": "你能问问{{name}}，这周晚上有没有抬头看看月亮，或者认出了哪几颗星星组成什么图案？", "evidenceSource": "llm-draft", "reviewStatus": "disputed", "reviewedBy": [], "deprecated": true, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "地理", "srcPage": 39, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能够怀有探索宇宙奥秘的兴趣，进行简单的天文观测等活动（地理实践力）。", "method": "vlm-transcribe+split"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "aiIssues": [{"type": "not-a-capability", "detail": "断言开头的‘能够怀有探索宇宙奥秘的兴趣’是情感态度目标，不是可观测的学生能力；后半句‘进行简单的天文观测等活动’是活动建议，不是能力描述。"}, {"type": "undecidable", "detail": "‘进行简单的天文观测等活动’过于模糊，无法判断一个具体孩子是否掌握，例如‘观测’的具体内容、标准均未说明。"}, {"type": "evidence-weak", "detail": "掌握证据中‘能使用简易望远镜或双筒镜，连续一周每晚在固定时间记录月球的位置和形状’是具体的观测活动要求，而非‘怀有兴趣’或‘进行活动’这一宽泛断言的直接能力证明。"}], "dropReason": "AI 判定不是学生能力（教学建议/课程目标）"}
{"id": "ca_swi5HiXG", "discipline": "地理", "track": "MATRIX", "strand": null, "topic": "区域发展与人地关系", "dimension": "人地协调观", "statement": "能够秉持区域协调发展的观点，针对某区域出现的人地关系问题进行初步分析，并提出自己解决问题的思路（人地协调观）", "verb": "分析", "object": "并提出自己解决问题的思路（人地协调观）", "type": "CONCEPTUAL", "literacy": ["人地协调观", "综合思维"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能针对黄土高原水土流失问题，说出至少两个自然原因和一个人为原因", "能针对某区域问题，提出如植树造林或调整产业结构等具体解决思路"], "assessment": "{{name}}，你能说说家乡或课本里某个地方遇到了什么环境问题，你觉得可以怎么解决吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "triageBucket": "NO_STAGE", "provenance": {"srcSubject": "地理", "srcPage": 39, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能够秉持区域协调发展的观点，针对某区域出现的人地关系问题进行初步分析，并提出自己解决问题的思路（人地协调观）；", "method": "vlm-transcribe+split", "crosscuttingWhy": "分析系统因果并提出方案"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["systems", "cause-effect"], "practice": ["explaining-designing", "argumentation"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.0, "verbatimCoverage": 1.0, "facts": []}}
{"id": "ca_uoP5DE2w", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": null, "dimension": "人地协调观", "statement": "能说出地球是人类唯一的家园", "verb": "说出", "object": "地球是人类唯一的家园", "type": "KNOWLEDGE", "literacy": ["人地协调观"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：地球是人类唯一的家园是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出地球是人类唯一的家园吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "地理", "srcText": "认识地球是人类唯一的家园", "method": "curriculum-content-rewrite", "crosscuttingWhy": "陈述事实，无特定思维或实践", "srcPage": 15, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 1.0, "verbatimCoverage": 0.769, "facts": ["地球是人类唯一的家园"]}}
{"id": "ca_6o9ZcpDx", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "地球的宇宙环境", "dimension": "地理实践力", "statement": "能说出地球的自转方向是自西向东", "verb": "说出", "object": "地球的自转方向是自西向东", "type": "KNOWLEDGE", "literacy": ["地理实践力"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：地球的自转方向是自西向东是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出地球的自转方向是自西向东吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "地理", "srcText": "说出地球的自转方向、周期。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别天体运动的规律性模式", "srcPage": 16, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns"], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 1.0, "verbatimCoverage": 0.692, "facts": ["地球的自转方向是自西向东。", "地球的自转周期是一天。"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_Y8wZyZl7", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "地球的宇宙环境", "dimension": "综合思维", "statement": "能说出地球的自转周期是一天", "verb": "说出", "object": "地球的自转周期是一天", "type": "KNOWLEDGE", "literacy": ["综合思维"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：地球的自转周期是一天是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出地球的自转周期是一天吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "地理", "srcText": "说出地球的自转方向、周期。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "涉及时间尺度与周期量级", "srcPage": 16, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["scale-proportion"], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 1.0, "verbatimCoverage": 0.692, "facts": ["地球的自转方向是自西向东。", "地球的自转周期是一天。"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_YGVcAq67", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "地球的宇宙环境", "dimension": "综合思维", "statement": "能结合实例说出地球自转产生的主要自然现象及其对人们生产生活的影响", "verb": "结合实例，说出", "object": "地球自转产生的主要自然现象及其对人们生产生活的影响", "type": "PROCEDURAL", "literacy": ["综合思维"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生能列举出昼夜交替、时差等自然现象，并说明其对作息、交通等的影响", "学生能结合具体案例，如不同经度地区的时间差异，解释地球自转的影响"], "assessment": "{{name}}能说出地球自转产生的主要自然现象是昼夜交替吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "地理", "srcText": "结合实例，说出地球自转产生的主要自然现象及其对人们生产生活的影响", "method": "curriculum-content-rewrite", "crosscuttingWhy": "分析因果机制与尺度影响", "srcPage": 16, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "scale-proportion"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.727, "verbatimCoverage": 0.963, "facts": ["地球自转产生主要自然现象", "地球自转对人们生产生活有影响"]}, "statementBefore": "能说出地球自转产生的主要自然现象是昼夜交替", "repair": {"kind": "undegrade", "why": "原文要求学生『结合实例，说出』，这是可判定的行为动词，指向具体产出。", "grounding": 1.0, "srcVerbs": []}, "topicFrom": "curriculum-page-index"}
{"id": "ca_ME67hCLx", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "地球的宇宙环境", "dimension": "综合思维", "statement": "能说出地球自转对人们生产生活的影响是产生时差", "verb": "说出", "object": "地球自转对人们生产生活的影响是产生时差", "type": "KNOWLEDGE", "literacy": ["综合思维"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：地球自转对人们生产生活的影响是产生时差是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出地球自转对人们生产生活的影响是产生时差吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "地理", "srcText": "结合实例，说出地球自转产生的主要自然现象及其对人们生产生活的影响", "method": "curriculum-content-rewrite", "crosscuttingWhy": "解释因果机制，涉及时间尺度", "srcPage": 16, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["cause-effect", "scale-proportion"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 0.846, "verbatimCoverage": 0.789, "facts": ["地球自转产生主要自然现象", "地球自转对人们生产生活有影响"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_V1bDl6PB", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "地球的运动", "dimension": "地理实践力", "statement": "能运用模型或软件演示地球的公转运动", "verb": "运用", "object": "模型或软件", "type": "PROCEDURAL", "literacy": ["地理实践力"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生操作地球仪或电脑软件，使地球围绕太阳模型运动", "学生演示并说明地球公转的方向和周期"], "assessment": "{{name}}能说出地球的公转方向是自西向东吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘运用模型或软件，演示地球的公转运动’，该断言是对这一要求的直接、忠实转述。意见中提到的‘前置技能’和‘证据描述’是对具体教学活动或评估细节的讨论，但并未否定该能力点本身是课标所要求的。断言本身与原文一致，且是可独立评估的能力。", "quote": "运用模型或软件，演示地球的公转运动，说出地球的公转方向、周期。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}, "provenance": {"srcSubject": "地理", "srcText": "运用模型或软件，演示地球的公转运动，说出地球的公转方向、周期。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "建模演示系统运动与尺度比例", "srcPage": 17, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["systems", "scale-proportion"], "practice": ["modeling"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "overlap": 1.0, "facts": ["地球的公转方向是自西向东", "地球的公转周期是一年"], "passed": true}, "statementBefore": "能说出地球的公转方向是自西向东", "repair": {"kind": "undegrade", "why": "将断言中的‘说出’替换为原文动词‘运用’，并恢复了‘演示地球的公转运动’这一核心对象，使其成为可观察的动手操作行为。", "grounding": 1.0, "srcVerbs": ["运用"]}, "topicFrom": "curriculum-page-index", "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：该断言与直接前置“能使用地球仪或软件，演示地球公转的方向和周期”高度重复，且证据“学生演示并说明地球公转的方向和周期”描述的是同一行为，更像是对前置技能的重复表述或活动描述，而非一个新的、可独立评估的‘能运用模型或软件演示地球的公转运动’能"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据描述的是操作过程（“操作...使地球围绕太阳模型运动”）和结果陈述（“说明...方向和周期”），这能证明学生会操作或会描述，但不足以证明其‘运用模型或软件进行演示’这一综合能力，特别是对模型原理的理解和自主选择、构建模型的能力未被覆"}]}
{"id": "ca_F6t88f6l", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "地球的运动", "dimension": "综合思维", "statement": "能说出地球的公转周期是一年", "verb": "说出", "object": "地球的公转周期是一年", "type": "KNOWLEDGE", "literacy": ["综合思维"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：地球的公转周期是一年是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出地球的公转周期是一年吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "地理", "srcText": "运用模型或软件，演示地球的公转运动，说出地球的公转方向、周期。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别周期规律与时间尺度", "srcPage": 17, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns", "scale-proportion"], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 1.0, "verbatimCoverage": 0.692, "facts": ["地球的公转方向是自西向东", "地球的公转周期是一年"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_1NxTWr9t", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "认识中国", "dimension": "区域认知", "statement": "能运用地图描述中国的地理位置与疆域特征", "verb": "运用", "object": "地图", "type": "PROCEDURAL", "literacy": ["区域认知"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生能在空白中国地图上标注出主要山脉、河流和省级行政区", "学生能根据地图指出中国与周边国家的相对位置"], "assessment": "{{name}}能说出南海诸岛是中国领土的组成部分吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "地理", "srcText": "运用地图，描述中国的地理位置与疆域特征，说明南海诸岛是中国领土的组成部分，钓鱼岛及其附属岛屿是中国固有领土，增强国家版图意识与海洋权益意识。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "运用地图模型分析空间尺度与位置关系", "srcPage": 23, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["scale-proportion", "structure-function"], "practice": ["modeling", "analyzing-data"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.071, "verbatimCoverage": 0.944, "facts": ["南海诸岛是中国领土的组成部分", "钓鱼岛及其附属岛屿是中国固有领土"]}, "statementBefore": "能说出南海诸岛是中国领土的组成部分", "repair": {"kind": "undegrade", "why": "将「说出」改为原文动词「运用」，并保留了「地图」这一明确对象，符合课标要求。", "grounding": 1.0, "srcVerbs": ["运用"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_tDKEo7MP", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "认识中国", "dimension": "区域认知", "statement": "能说出钓鱼岛及其附属岛屿是中国固有领土", "verb": "说出", "object": "钓鱼岛及其附属岛屿是中国固有领土", "type": "KNOWLEDGE", "literacy": ["区域认知"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：钓鱼岛及其附属岛屿是中国固有领土是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出钓鱼岛及其附属岛屿是中国固有领土吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "地理", "srcText": "运用地图，描述中国的地理位置与疆域特征，说明南海诸岛是中国领土的组成部分，钓鱼岛及其附属岛屿是中国固有领土，增强国家版图意识与海洋权益意识。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "地理事实记忆，无跨学科思维或实践", "srcPage": 23, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 1.0, "verbatimCoverage": 0.889, "facts": ["南海诸岛是中国领土的组成部分", "钓鱼岛及其附属岛屿是中国固有领土"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_8e2HL7IO", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "认识中国", "dimension": "区域认知", "statement": "能运用中国行政区划图识别34个省级行政区，并记住它们的简称和行政中心", "verb": "运用", "object": "中国行政区划图", "type": "PROCEDURAL", "literacy": ["区域认知"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生能在中国行政区划图上准确指出指定的省级行政区", "学生能说出指定省级行政区的简称和行政中心"], "assessment": "{{name}}能说出中国有34个省级行政区吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "地理", "srcText": "运用中国行政区划图，识别34个省级行政区，记住它们的简称和行政中心。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识记行政区划，属知识记忆", "srcPage": 23, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 0.474, "verbatimCoverage": 0.92, "facts": ["中国有34个省级行政区", "省级行政区有简称", "省级行政区有行政中心"]}, "statementBefore": "能说出中国有34个省级行政区", "repair": {"kind": "undegrade", "why": "将「说出」改为原文动词「运用」，并保留了「识别34个省级行政区，记住它们的简称和行政中心」这一完整对象，使断言从知识记忆变为动手操作。", "grounding": 1.0, "srcVerbs": ["运用"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_JU8VYOAW", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": null, "dimension": "区域认知", "statement": "能说出秦岭—淮河是重要的自然地理界线", "verb": "说出", "object": "秦岭—淮河是重要的自然地理界线", "type": "KNOWLEDGE", "literacy": ["区域认知"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：秦岭—淮河是重要的自然地理界线是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出秦岭—淮河是重要的自然地理界线吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "地理", "srcText": "运用地图、图像等资料，说明秦岭—淮河等重要自然地理界线在地理分区中的意义。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别地理分界规律并解释其系统意义", "srcPage": 24, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns", "systems"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "not-applicable", "overlap": 0.0, "verbatimCoverage": 0.824, "facts": []}}
{"id": "ca_czeKLJBd", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": null, "dimension": "区域认知", "statement": "能运用地图和相关资料说明台湾自古以来就是中国不可分割的领土", "verb": "运用", "object": "地图和相关资料", "type": "CONCEPTUAL", "literacy": ["区域认知"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["学生能从提供的地图中指出台湾与中国大陆的地理关系", "学生能引用相关资料（如历史文献、统计数据）来论证台湾的领土属性"], "assessment": "{{name}}能说出台湾自古以来就是中国不可分割的领土吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": [], "deprecated": false, "supersededBy": null, "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘认识台湾自古以来就是中国不可分割的领土’，而‘认识’是学生需要达成的认知目标，可以通过其表述、论述或作业来观察和测评。能力断言‘能运用地图和相关资料说明台湾自古以来就是中国不可分割的领土’是对原文要求的忠实转述，将‘认识’转化为可观察的‘说明’行为，符合能力锚点的定义。", "quote": "运用地图和相关资料，说明台湾的自然地理、历史文化传统和经济建设特点，认识台湾自古以来就是中国不可分割的领土", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}, "provenance": {"srcSubject": "地理", "srcText": "运用地图和相关资料，说明台湾的自然地理、历史文化传统和经济建设特点，认识台湾自古以来就是中国不可分割的领土，以及促进海峡两岸经济社会融合发展的意义。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "运用资料建构解释并论证", "srcPage": 24, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": ["explaining-designing", "argumentation"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "overlap": 1.0, "facts": ["台湾自古以来就是中国不可分割的领土"], "passed": true}, "statementBefore": "能说出台湾自古以来就是中国不可分割的领土", "repair": {"kind": "undegrade", "why": "将「说出」改为原文动词「运用」，并补充了「运用」的对象「地图和相关资料」，使能力要求从单纯记忆变为运用资料进行说明。", "grounding": 1.0, "srcVerbs": ["运用"]}, "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：能运用地图和相关资料说明台湾自古以来就是中国不可分割的领土——这是课程目标或教学内容，而非可观察、可测评的学生能力。无法对一个具体孩子答「会/不会」，因为这涉及立场表述而非技能操作。"}]}
{"id": "ca_hwIEiZzP", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "地球的宇宙环境、地球的大小与形状、经纬线与经纬度", "dimension": "区域认知", "statement": "能说出划分南北半球、东西半球的依据是经线和纬线", "verb": "说出", "object": "划分南北半球、东西半球的依据是经线和纬线", "type": "KNOWLEDGE", "literacy": ["区域认知"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：划分南北半球、东西半球的依据是经线和纬线是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出划分南北半球、东西半球的依据是经线和纬线吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "地理", "srcText": "午线等，说出划分南北半球、东西半球的依据。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别划分依据并解释其功能", "srcPage": 27, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns", "scale-proportion"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 0.923, "verbatimCoverage": 0.737, "facts": ["南北半球的划分依据是赤道。", "东西半球的划分依据是20°W和160°E经线。"]}, "topicFrom": "curriculum-page-index"}
{"id": "ca_4ZGvS7h2", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": null, "dimension": "区域认知", "statement": "能说出湿地通常是指地表过湿或经常积水、生长湿地生物的地区", "verb": "说出", "object": "湿地通常是指地表过湿或经常积水、生长湿地生物的地区", "type": "KNOWLEDGE", "literacy": ["区域认知"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：湿地通常是指地表过湿或经常积水、生长湿地生物的地区是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出湿地通常是指地表过湿或经常积水、生长湿地生物的地区吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "地理", "srcText": "湿地通常是指地表过湿或经常积水、生长湿地生物的地区。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "识别湿地特征与定义", "srcPage": 30, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["patterns", "structure-function"], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "passed", "overlap": 1.0, "verbatimCoverage": 0.85, "facts": ["湿地通常是指地表过湿或经常积水、生长湿地生物的地区。"]}}
{"id": "ca_vSydX28y", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": null, "dimension": "区域认知", "statement": "能说出湿地公园是以湿地良好的生态环境和多样化湿地景观资源为基础的生态型主题公园", "verb": "说出", "object": "湿地公园是以湿地良好的生态环境和多样化湿地景观资源为基础的生态型主题公园", "type": "KNOWLEDGE", "literacy": ["区域认知"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：湿地公园是以湿地良好的生态环境和多样化湿地景观资源为基础的生态型主题公园是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出湿地公园是以湿地良好的生态环境和多样化湿地景观资源为基础的生态型主题公园吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-adjudicated", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。"}, "provenance": {"srcSubject": "地理", "srcText": "湿地公园是以湿地良好的生态环境和多样化湿地景观资源为基础，以湿地的科普宣教、湿地功能利用、弘扬湿地文化等为主题的生态型主题公园。", "method": "curriculum-content-rewrite", "crosscuttingWhy": "理解结构与功能关系，建构解释", "srcPage": 30, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "grounded-verbatim", "overlap": 1.0, "verbatimCoverage": 0.933, "facts": ["湿地公园是以湿地良好的生态环境和多样化湿地景观资源为基础的生态型主题公园。", "湿地公园是以湿地的科普宣教、湿地功能利用、弘扬湿地文化等为主题的生态型主题公园。"]}}
{"id": "ca_aikE4zSL", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": null, "dimension": null, "statement": "能说出案例1学习活动设计的推进与实施是学生自主参与学习、尝试解决问题的环节", "verb": "说出", "object": "案例1学习活动设计的推进与实施是学生自主参与学习、尝试解决问题的环节", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：案例1学习活动设计的推进与实施是学生自主参与学习、尝试解决问题的环节是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出案例1学习活动设计的推进与实施是学生自主参与学习、尝试解决问题的环节吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "地理", "srcText": "推进与实施是学生自主参与学习、尝试解决问题的环节", "method": "curriculum-content-rewrite", "crosscuttingWhy": "描述教学环节，非学生能力"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": [], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "overlap": 0.0, "facts": [], "passed": false}, "dropReason": "原文是面向教师的表述（教学重点/教学建议/引导学生…），主语不是学生，抽成儿童能力锚点属主语错位"}
{"id": "ca_ZTPj1P2P", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": null, "dimension": null, "statement": "能说出湿地定向越野是将湿地的优良环境与定向运动相结合", "verb": "说出", "object": "湿地定向越野是将湿地的优良环境与定向运动相结合", "type": "KNOWLEDGE", "literacy": [], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：湿地定向越野是将湿地的优良环境与定向运动相结合是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出湿地定向越野是将湿地的优良环境与定向运动相结合吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": true, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "地理", "srcText": "湿地定向越野——将湿地的优良环境与定向运动相结合", "method": "curriculum-content-rewrite", "crosscuttingWhy": "分析结构功能并设计方案"}, "schemaVersion": "0.1.0", "crosscutting": ["structure-function"], "practice": ["explaining-designing"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "overlap": 0.0, "facts": [], "passed": false}, "dropReason": "原文是面向教师的表述（教学重点/教学建议/引导学生…），主语不是学生，抽成儿童能力锚点属主语错位"}
{"id": "ca_E7sji1RA", "discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": null, "dimension": "地理实践力", "statement": "能说出调查家乡的地理环境及人们的社会生活是活动任务之一", "verb": "说出", "object": "调查家乡的地理环境及人们的社会生活是活动任务之一", "type": "KNOWLEDGE", "literacy": ["地理实践力"], "cognitive": "了解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["问：调查家乡的地理环境及人们的社会生活是活动任务之一是什么？能答出即为会", "答案与课标原文一致，不要求逐字复述"], "assessment": "{{name}}能说出调查家乡的地理环境及人们的社会生活是活动任务之一吗？", "evidenceSource": "curriculum-content", "reviewStatus": "ai-reviewed", "reviewedBy": ["ai:extraction-pipeline"], "deprecated": false, "supersededBy": null, "adjudication": {"by": "ai", "basis": ["来源：课标【内容要求】原文，非模型自由生成", "过可判定性闸 + 命题闸（须是有标准答案的命题，不能是主题）", "接地校验：改写与原句字面覆盖 ≥62%"], "pendingObjection": true, "note": "用户授权「AI 先判、人有异议再改」。教师复核后应改判为 expert-confirmed 或 disputed。", "downgradedBy": "独立验证：模型只读原文（看不到本断言）时，抽不出任何支持它的事实。可能只是角度不同（实测误报率约 17%），所以降级而不是弃用，交由人判。"}, "provenance": {"srcSubject": "地理", "srcText": "一是调查家乡的地理环境及人们的社会生活", "method": "curriculum-content-rewrite", "crosscuttingWhy": "界定调查问题与对象", "srcPage": 34, "srcPageFrom": "extract-intermediate"}, "schemaVersion": "0.1.0", "crosscutting": [], "practice": ["asking-questions"], "independentCheck": {"method": "模型只读原文（看不到本断言）自行抽事实，再机械比对实词覆盖", "verdict": "not-applicable", "overlap": 0.0, "verbatimCoverage": 0.72, "facts": []}}
{"discipline": "地理", "track": "MATRIX", "strand": "地理", "topic": "地球的宇宙环境", "dimension": "区域认知", "type": "CONCEPTUAL", "literacy": ["区域认知", "地理实践力"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G7"}, "evidence": ["能根据提供的地球卫星图像和太阳系示意图，描述地球在太阳系中的相对位置", "能观看纪录片片段后，描述地球所处的宇宙环境特征"], "assessment": "{{name}}能不能用图片或视频来解释一个地理现象？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "地理", "srcPage": 15, "srcStage": "全学段", "srcAgree": "0.96", "srcText": "·运用图片、影视资料以及数字技术等手段，描述地球的宇宙环境、地球在太阳系中的位置，认识地球是人类唯一的家园。", "method": "atomize/atomize-substring", "crosscuttingWhy": "描述位置与环境，涉及尺度与系统", "splitFrom": "ca_qP5CTZTX"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "statementBefore": "运用图片、影视资料以及数字技术等手段", "repair": {"why": "将教学手段描述（运用...手段）转换为学生能运用这些手段完成的具体描述任务（描述地球的宇宙环境及位置），使其成为可判定的能力断言。", "grounding": 1.0}, "crosscutting": ["scale-proportion", "systems"], "practice": ["investigating", "communicating"], "id": "ca_iW6Cc6PB", "statement": "能运用图片、影视资料以及数字技术等手段描述地球的宇宙环境", "verb": "描述", "object": "地球的宇宙环境", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据中'描述地球在太阳系中的相对位置'仅对应课标中'描述地球在太阳系中的相对位置'这一知识点，但能力断言要求'描述地球的宇宙环境'，证据无法证明学生能描述更广泛的宇宙环境特征（如地月系、太阳系在银河系中的位置等）。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘运用图片、影视资料以及数字技术等手段，描述地球的宇宙环境’。能力断言‘能运用图片、影视资料以及数字技术等手段描述地球的宇宙环境’是对这一要求的忠实转述。提意见者错误地将‘描述地球在太阳系中的相对位置’视为独立知识点，而忽略了它与‘描述地球的宇宙环境’在原文中是并列且共同由前述手段实现的能力要求。断言是准确的。", "quote": "运用图片、影视资料以及数字技术等手段，描述地球的宇宙环境、地球在太阳系中的位置，认识地球是人类唯一的家园。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "地理", "track": "MATRIX", "strand": "地理", "topic": "地球的宇宙环境", "dimension": "区域认知", "type": "CONCEPTUAL", "literacy": ["区域认知", "地理实践力"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G7"}, "evidence": ["能根据提供的地球卫星图像和太阳系示意图，描述地球在太阳系中的相对位置", "能观看纪录片片段后，描述地球所处的宇宙环境特征"], "assessment": "{{name}}能不能用图片或视频来解释一个地理现象？", "evidenceSource": "repaired-from-source", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "地理", "srcPage": 15, "srcStage": "全学段", "srcAgree": "0.96", "srcText": "·运用图片、影视资料以及数字技术等手段，描述地球的宇宙环境、地球在太阳系中的位置，认识地球是人类唯一的家园。", "method": "atomize/atomize-substring", "crosscuttingWhy": "描述位置与环境，涉及尺度与系统", "splitFrom": "ca_qP5CTZTX"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "statementBefore": "运用图片、影视资料以及数字技术等手段", "repair": {"why": "将教学手段描述（运用...手段）转换为学生能运用这些手段完成的具体描述任务（描述地球的宇宙环境及位置），使其成为可判定的能力断言。", "grounding": 1.0}, "crosscutting": ["scale-proportion", "systems"], "practice": ["investigating", "communicating"], "id": "ca_MGCRg7Z5", "statement": "能运用图片、影视资料以及数字技术等手段描述地球在太阳系中的位置", "verb": "描述", "object": "地球在太阳系中的位置", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：断言中“能运用图片、影视资料以及数字技术等手段”是教学或学习方式的描述，而非对学生具体能力的刻画。核心能力应是“能描述地球在太阳系中的位置”，前半句属于教学建议范畴。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘运用图片、影视资料以及数字技术等手段’进行描述，这是对学生能力的具体要求，而非单纯的教学建议。断言忠实转述了这一要求。", "quote": "运用图片、影视资料以及数字技术等手段，描述地球的宇宙环境、地球在太阳系中的位置", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "地理", "track": "MATRIX", "strand": "地球的运动", "topic": "地球的运动", "dimension": "地理实践力", "type": "PROCEDURAL", "literacy": ["地理实践力", "综合思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能用地球仪和手电筒演示地球自转，并指出昼夜交替现象", "能用地球仪和光源演示地球公转，并说明四季变化的原因"], "assessment": "{{name}}能用地球仪和手电筒演示地球自转和公转吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "地理", "srcPage": 17, "srcStage": "", "srcAgree": "1.00", "srcText": "学习本主题后，学生能够自主演示地球的自转和公转运动，归纳地球的运动规律，并用现实世界中的事例证明地球运动的存在，形成尊重客观事实的科学态度；", "method": "atomize/atomize-substring", "crosscuttingWhy": "演示地球运动涉及系统模型与尺度比例", "splitFrom": "ca_SbE6UuQr"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["systems", "scale-proportion"], "practice": ["modeling"], "id": "ca_XcmsG28t", "statement": "学生能够自主演示地球的自转运动", "verb": "演示", "object": "地球的自转运动", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据中混入了公转和四季变化的内容，与能力断言‘自主演示地球的自转运动’不匹配，属于教学目标或内容范围的混淆。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生能够自主演示地球的自转和公转运动，能力断言‘学生能够自主演示地球的自转运动’是对此要求的忠实转述，且是原文的一部分。提意见者错误地认为断言与原文不匹配，但事实上断言完全基于原文。", "quote": "学习本主题后，学生能够自主演示地球的自转和公转运动", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "地理", "track": "MATRIX", "strand": "地球的运动", "topic": "地球的运动", "dimension": "地理实践力", "type": "PROCEDURAL", "literacy": ["地理实践力", "综合思维"], "cognitive": "掌握", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能用地球仪和手电筒演示地球自转，并指出昼夜交替现象", "能用地球仪和光源演示地球公转，并说明四季变化的原因"], "assessment": "{{name}}能用地球仪和手电筒演示地球自转和公转吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "地理", "srcPage": 17, "srcStage": "", "srcAgree": "1.00", "srcText": "学习本主题后，学生能够自主演示地球的自转和公转运动，归纳地球的运动规律，并用现实世界中的事例证明地球运动的存在，形成尊重客观事实的科学态度；", "method": "atomize/atomize-substring", "crosscuttingWhy": "演示地球运动涉及系统模型与尺度比例", "splitFrom": "ca_SbE6UuQr"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["systems", "scale-proportion"], "practice": ["modeling"], "id": "ca_crKsH96d", "statement": "学生能够自主演示地球的公转运动", "verb": "演示", "object": "地球的公转运动", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'自主演示地球的公转运动'是教学活动或操作要求，不是可判断学生个体'会/不会'的能力。能力应表述为'能说明地球公转的特征及其地理意义'等。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据'能用地球仪和光源演示地球公转，并说明四季变化的原因'是操作技能加知识解释，与'自主演示'这一操作要求不完全对应，且'自主'的判断标准模糊。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生能够'自主演示地球的自转和公转运动'，断言'学生能够自主演示地球的公转运动'是原文的忠实拆分，属于可观察的操作能力。", "quote": "学习本主题后，学生能够自主演示地球的自转和公转运动", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "地理", "track": "MATRIX", "strand": "认识中国", "topic": "认识中国", "dimension": "地理实践力", "type": "CONCEPTUAL", "literacy": ["地理实践力"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能在中国地图上指出黄河并说明其大致流向", "能结合天气预报图说明某城市的气温和降水情况"], "assessment": "{{name}}，你能从地图或新闻里找到并说出一些关于中国地理的信息吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "地理", "srcPage": 25, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "学习本主题后，学生能够运用地地图及其他地理工具，从不同媒体及生活体验中获取并运用有关中国地理的信息资料，描述和说明中国基本的地理面貌，表达热爱祖国的情感；", "method": "atomize/atomize-substring", "crosscuttingWhy": "获取并运用地理信息资料", "splitFrom": "ca_wy2TaEP8"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": [], "practice": ["analyzing-data", "communicating"], "topicFrom": "curriculum-page-index", "id": "ca_BVHBX7Rk", "statement": "学生能够运用地地图及其他地理工具，从不同媒体及生活体验中获取有关中国地理的信息资料", "verb": "运用", "object": "地地图及其他地理工具，从不同媒体及生活体验中获取有关中国地理的信息资料", "reviewedBy": []}
{"discipline": "地理", "track": "MATRIX", "strand": "认识中国", "topic": "认识中国", "dimension": "地理实践力", "type": "CONCEPTUAL", "literacy": ["地理实践力"], "cognitive": "应用", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能在中国地图上指出黄河并说明其大致流向", "能结合天气预报图说明某城市的气温和降水情况"], "assessment": "{{name}}，你能从地图或新闻里找到并说出一些关于中国地理的信息吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "地理", "srcPage": 25, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "学习本主题后，学生能够运用地地图及其他地理工具，从不同媒体及生活体验中获取并运用有关中国地理的信息资料，描述和说明中国基本的地理面貌，表达热爱祖国的情感；", "method": "atomize/atomize-substring", "crosscuttingWhy": "获取并运用地理信息资料", "splitFrom": "ca_wy2TaEP8"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": [], "practice": ["analyzing-data", "communicating"], "topicFrom": "curriculum-page-index", "id": "ca_Yn4i2vR7", "statement": "学生能够运用地地图及其他地理工具，从不同媒体及生活体验中运用有关中国地理的信息资料", "verb": "运用", "object": "地地图及其他地理工具，从不同媒体及生活体验中运用有关中国地理的信息资料", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：'从不同媒体及生活体验中运用有关中国地理的信息资料'是教学目标描述，无法判断单个学生是否掌握，缺乏可观察的行为动词和具体标准"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生能够'从不同媒体及生活体验中获取并运用有关中国地理的信息资料'，断言是忠实转述。意见中提到的'缺乏可观察的行为动词和具体标准'是对课标本身写法的批评，而非对转述忠实性的有效质疑。", "quote": "学习本主题后，学生能够运用地地图及其他地理工具，从不同媒体及生活体验中获取并运用有关中国地理的信息资料", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "地理", "track": "MATRIX", "strand": "地球的宇宙环境、地球的大小与形状、经纬线与经纬度", "topic": "经纬线与经纬度", "dimension": "地理实践力", "type": "CONCEPTUAL", "literacy": ["区域认知", "地理实践力"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能从地图上准确读出某城市的经纬度坐标", "能根据地图图例识别出不同地形并描述其分布特点"], "assessment": "{{name}}，你能看懂地图上的符号和坐标，并用它们来解释一个地方的特点吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "地理", "srcPage": 27, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能够阅读和提取地图上的地理信息，并利用地理信息说明和分析地理事物和现象；", "method": "atomize/atomize-substring", "crosscuttingWhy": "识别地图模式，分析系统信息", "splitFrom": "ca_U5G7KYQT"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["patterns", "systems"], "practice": ["analyzing-data", "explaining-designing"], "id": "ca_J8BGeCUf", "statement": "能够阅读和提取地图上的地理信息", "verb": "提取", "object": "地图上的地理信息", "reviewedBy": []}
{"discipline": "地理", "track": "MATRIX", "strand": "地球的宇宙环境、地球的大小与形状、经纬线与经纬度", "topic": "经纬线与经纬度", "dimension": "地理实践力", "type": "CONCEPTUAL", "literacy": ["区域认知", "地理实践力"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "evidence": ["能从地图上准确读出某城市的经纬度坐标", "能根据地图图例识别出不同地形并描述其分布特点"], "assessment": "{{name}}能从地图上准确读出某个城市的经纬度坐标吗？", "evidenceSource": "llm-draft", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "provenance": {"srcSubject": "地理", "srcPage": 27, "srcStage": "全学段", "srcAgree": "1.00", "srcText": "能够阅读和提取地图上的地理信息，并利用地理信息说明和分析地理事物和现象；", "method": "atomize/atomize-substring", "crosscuttingWhy": "识别地图模式，分析系统信息", "splitFrom": "ca_U5G7KYQT"}, "schemaVersion": "0.1.0", "stageFix": "按课程方案开设年级裁剪", "crosscutting": ["patterns", "systems"], "practice": ["analyzing-data", "explaining-designing"], "id": "ca_EWqy7sdy", "statement": "利用地理信息说明和分析地理事物和现象", "verb": "说明", "object": "和分析地理事物和现象", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据仅涉及读图和识别地形，未体现‘利用地理信息说明和分析地理事物和现象’这一能力所要求的分析与说明过程"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘利用地理信息说明和分析地理事物和现象’，改写后的断言是对此能力的忠实提取，意见中‘未体现分析与说明过程’的说法与原文不符。", "quote": "能够阅读和提取地图上的地理信息，并利用地理信息说明和分析地理事物和现象", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "认识中国", "dimension": "区域认知", "type": "CONCEPTUAL", "literacy": ["区域认知"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["在空白中国地图上准确标出钓鱼岛及其附属岛屿的位置", "口头或书面陈述钓鱼岛及其附属岛屿是中国固有领土的理由"], "assessment": "{{name}}能在地图上准确指出钓鱼岛及其附属岛屿的位置吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_tDKEo7MP", "method": "capability-rewrite/atomize-substring", "why": "这条能力要求学生将「钓鱼岛是中国固有领土」这一知识，转化为在地图上定位并进行说明的可观察行为。", "srcSubject": "地理", "srcPage": 23, "srcText": "运用地图，描述中国的地理位置与疆域特征，说明南海诸岛是中国领土的组成部分，钓鱼岛及其附属岛屿是中国固有领土，增强国家版图意识与海洋权益意识。", "crosscuttingWhy": "识记与立场表达，非科学思维或实践", "srcPageFrom": "extract-intermediate", "splitFrom": "ca_zgEvt74G"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "id": "ca_7MqFXK3Y", "statement": "能在地图上指出钓鱼岛及其附属岛屿的位置", "verb": "指出", "object": "钓鱼岛及其附属岛屿的位置", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据中包含“口头或书面陈述钓鱼岛及其附属岛屿是中国固有领土的理由”，这属于德育或政治表述要求，而非地理学科的具体能力。地理能力应聚焦于‘在地图上指出位置’这一空间认知操作，理由陈述属于跨学科或思想政治教育范畴。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确要求学生‘说明…钓鱼岛及其附属岛屿是中国固有领土’，这是一个认知与表达要求。意见错误地将此归为‘德育或政治表述’并声称不属于地理能力，但地理能力完全包含运用地图等地理工具进行区域认知和表达的能力。断言‘能在地图上指出…位置’是原文‘运用地图…说明…是固有领土’这一要求在空间定位方面的具体化，是忠实的转述。", "quote": "运用地图，描述中国的地理位置与疆域特征，说明南海诸岛是中国领土的组成部分，钓鱼岛及其附属岛屿是中国固有领土，增强国家版图意识与海洋权益意识。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": "认识中国", "dimension": "区域认知", "type": "CONCEPTUAL", "literacy": ["区域认知"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["在空白中国地图上准确标出钓鱼岛及其附属岛屿的位置", "口头或书面陈述钓鱼岛及其附属岛屿是中国固有领土的理由"], "assessment": "{{name}}能在空白中国地图上准确标出钓鱼岛及其附属岛屿的位置吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": [], "practice": [], "provenance": {"derivedFrom": "ca_tDKEo7MP", "method": "capability-rewrite/atomize-substring", "why": "这条能力要求学生将「钓鱼岛是中国固有领土」这一知识，转化为在地图上定位并进行说明的可观察行为。", "srcSubject": "地理", "srcPage": 23, "srcText": "运用地图，描述中国的地理位置与疆域特征，说明南海诸岛是中国领土的组成部分，钓鱼岛及其附属岛屿是中国固有领土，增强国家版图意识与海洋权益意识。", "crosscuttingWhy": "识记与立场表达，非科学思维或实践", "srcPageFrom": "extract-intermediate", "splitFrom": "ca_zgEvt74G"}, "schemaVersion": "0.1.0", "topicFrom": "curriculum-page-index", "id": "ca_JuHQMByp", "statement": "能说明钓鱼岛及其附属岛屿是中国固有领土", "verb": "说明", "object": "钓鱼岛及其附属岛屿是中国固有领土", "reviewedBy": []}
{"discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": null, "dimension": "综合思维", "type": "CONCEPTUAL", "literacy": ["综合思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生回答中包含了‘以湿地良好的生态环境和多样化湿地景观资源为基础’这一生态基础。", "学生能列举出‘科普宣教、湿地功能利用、弘扬湿地文化’中的至少三个功能主题。"], "assessment": "{{name}}能结合定义说出湿地公园的生态基础吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": ["systems", "structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_vSydX28y", "method": "capability-rewrite/atomize-substring", "why": "这条能力要求学生将知识（定义）进行结构化复述，并提取出其中的关键要素，这是一个可观察、可判定的行为。", "srcSubject": "地理", "srcPage": 30, "srcText": "湿地公园是以湿地良好的生态环境和多样化湿地景观资源为基础，以湿地的科普宣教、湿地功能利用、弘扬湿地文化等为主题的生态型主题公园。", "crosscuttingWhy": "系统功能分析与解释", "srcPageFrom": "extract-intermediate", "splitFrom": "ca_azkVrdRV"}, "schemaVersion": "0.1.0", "id": "ca_gKbA7ZXw", "statement": "能结合定义说出湿地公园的生态基础", "verb": "说出", "object": "湿地公园的生态基础", "reviewedBy": [], "aiIssues": [{"type": "resolved", "detail": "【裁决为不成立】原异议：掌握证据中的‘科普宣教、湿地功能利用、弘扬湿地文化’是湿地公园的功能主题，属于课程内容或教学目标，而非学生能力。能力断言应描述学生能做什么，而非罗列主题。"}, {"type": "resolved", "detail": "【裁决为不成立】原异议：证据要求学生‘列举出至少三个功能主题’，这更像是对课程内容的记忆复述，而非证明学生能‘结合定义说出湿地公园的生态基础’。证据与能力断言不匹配。"}], "adjudication": {"verdict": "overrule", "why": "课标原文明确定义了湿地公园的生态基础（良好的生态环境和多样化湿地景观资源）和功能主题（科普宣教、湿地功能利用、弘扬湿地文化）。能力断言‘能结合定义说出湿地公园的生态基础’是忠实于原文的转述，学生‘能说出’是可观察的能力行为。意见中关于‘功能主题是课程内容而非能力’的论点，忽略了‘能结合定义说出’这一能力表述，且证据要求‘列举功能主题’正是对定义内容的复述，与断言匹配。", "quote": "湿地公园是以湿地良好的生态环境和多样化湿地景观资源为基础，以湿地的科普宣教、湿地功能利用、弘扬湿地文化等为主题的生态型主题公园。", "method": "裁决者看课标原文，挑错者看不到；引文逐字核对过"}}
{"discipline": "地理", "track": "MATRIX", "strand": "区域认知", "topic": null, "dimension": "综合思维", "type": "CONCEPTUAL", "literacy": ["综合思维"], "cognitive": "理解", "stageHint": {"min": "G7", "max": "G9"}, "courseType": null, "evidence": ["学生回答中包含了‘以湿地良好的生态环境和多样化湿地景观资源为基础’这一生态基础。", "学生能列举出‘科普宣教、湿地功能利用、弘扬湿地文化’中的至少三个功能主题。"], "assessment": "{{name}}能结合定义说出湿地公园的三个主要功能主题吗？", "evidenceSource": "capability-rewrite", "reviewStatus": "ai-reviewed", "deprecated": false, "supersededBy": null, "crosscutting": ["systems", "structure-function"], "practice": ["explaining-designing"], "provenance": {"derivedFrom": "ca_vSydX28y", "method": "capability-rewrite/atomize-substring", "why": "这条能力要求学生将知识（定义）进行结构化复述，并提取出其中的关键要素，这是一个可观察、可判定的行为。", "srcSubject": "地理", "srcPage": 30, "srcText": "湿地公园是以湿地良好的生态环境和多样化湿地景观资源为基础，以湿地的科普宣教、湿地功能利用、弘扬湿地文化等为主题的生态型主题公园。", "crosscuttingWhy": "系统功能分析与解释", "srcPageFrom": "extract-intermediate", "splitFrom": "ca_azkVrdRV"}, "schemaVersion": "0.1.0", "id": "ca_cX7LLMDU", "statement": "能结合定义说出湿地公园的三个主要功能主题", "verb": "说出", "object": "湿地公园的三个主要功能主题", "reviewedBy": []}